Evolution and the Environment

1. Evolution and the Environment Biology Adaptations Friday, 12 September 2014

2. Learning Outcomes • You should be able to: • State that organisms need a supply of materials from their surroundings in order to survive and reproduce • Describe how organisms are adapted to the conditions in which they live • Explain how microorganisms have a wide range of adaptations enabling them to live in a wide range of conditions - extremophiles

3. How do you know where these animals live from their appearance? Write one point for each animal What physical or behavioral adaptations might they have

5. carnivore What makes an animal an animal and a plant a plant – what’s the difference? Where do they get the things they need? herbivore http://www.youtube.com/watch?v=BQ1JaYxBH40

6. Flanimals • Create a creature. • Include a fact file on • Where it lives • What is eats • How it mates • How it finds its food • How it breathes • How it sees

7. How are these adapted to their environment? • Use the books to help annotate these animals adaptations. You have one minute to write as many adaptations down as possible • Polar bear • Arctic fox • Camel • Cactus

9. What are the benefits of animal being adaptable?

10. Needs Reason why Needs Reason why Animal and plant needs

11. What are these?

12. Microbes... • There are millions of different types • They live everywhere imaginable on earth! • They are Pathogens as well as useful microorganisms • A Pathogen is something that disrupts the bodies normal systems in a negative way

13. Living on the edge http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.lifecondtn/ Some organisms live in extreme environments, e.g. where there are high levels of salt, high or low temperatures or high pressures. These organisms are known as extremophiles.

14. Deep under the ocean there are hydrothermal vents where heated seawater escapes from cracks in the earth’s crust. This environment has high temperatures, high pressure and no sunlight, yet life manages to adapt to these conditions. 375°C bacteria which live here can turn hydrogen sulfide in the water into nutrients, they live in giant tubeworms.

15. Any idea what these words mean? • Thermophiles, • Hyperthermophiles, • Psychrophiles, • Halophiles, • Acidophiles, • Alkaliphiles, • Barophiles, • Endoliths.

16. Any idea what these words mean? Thermophiles – like heat Hyperthermophiles - like extreme heat Psychrophiles – like cold Halophiles – like salty conditions Acidophiles – like acidic conditions Alkaliphiles – like alkaline conditions Barophiles – like high pressure conditions

17. Any idea what these words mean? Thermophiles – like heat Hyperthermophiles - like extreme heat Psychrophiles – like cold Halophiles – like salty conditions Acidophiles – like acidic conditions Alkaliphiles – like alkaline conditions Barophiles – like high pressure conditions

18. Mini test • What is an extremophile? • What are some of the environmental challenges facing these organisms? • Explain how some organisms meet these challenges. • After learning about the conditions under which extremophiles live, do you think it is reasonable to argue that life could probably exist on other planets? Explain .

19. Learning Outcomes • You should be able to: • State that organisms need a supply of materials from their surroundings in order to survive and reproduce • Describe how organisms are adapted to the conditions in which they live • Explain how microorganisms have a wide range of adaptations enabling them to live in a wide range of conditions - extremophiles

20. Adaptation in animals

21. Learning Outcomes • All student should be able to: • Define the term ‘adaptation’. • Most students should be able to: • Describe how animals are adapted to survive in cold climates. • Describe how animals are adapted to life in a dry climate. • Some students should also be able to: • Suggest how organisms are adapted to the conditions in which they live, when provided with appropriate information.

22. Plasticine • Make the smallest shape possible • Then the biggest?

23. Surface area Vs volume ratio • Take a 1cm cube: • Volume        = 1 x 1 x 1 = 1cm3Surface area = 6 faces x (1 x 1) = 6cm2 • So for 1cm3 of volume there are 6cm2 of surface area to lose heat from, 6 / 1 = 6cm2 per 1cm3. • surface-area : volume ratio is 6:1 • Now take a 3cm cube, identical shape: • Volume         = 3 x 3 x 3 = 27cm3Surface area  = 6 faces x (3 x 3) = 54cm2 • So for 27cm3 of volume there are 54cm2 of surface area to lose heat from, 54 / 27 = 2cm2 per 1cm3. • surface-area : volume ratio is 2:1 This means that for identically shaped animals of different sizes, the large one will keep its temperature more easily. Being big means being warmer.

25. Where animal live • Look at the volume ration to surface area, and where the animal might live – is there a pattern?

26. Effect of insulation on heat loss • Animals coats will effect how much heat they lose. You are going to investigate HOW big that effect will be. • Method • Fill three conical flasks of the same volume of hot water. • One flask is left uncovered, second one should be surrounded by an insulating layer of cotton wool, and the third one with bubble wrap. • Choose a variable to measure You need to plan it first

27. Include • Aim • Hypothesis • prediction, • variables • Results table • Graph • Analysis • Conclusion

28. Plenary • Using the key words below, write a brief paragraph on how coats have an effect on how much heat an animal will lose. • Key words Adaptation, surface area, volume, coat thickness, air pockets, insulation

29. Learning Outcomes • All student should be able to: • Define the term ‘adaptation’. • Most students should be able to: • Describe how animals are adapted to survive in cold climates. • Describe how animals are adapted to life in a dry climate. • Some students should also be able to: • Suggest how organisms are adapted to the conditions in which they live, when provided with appropriate information.

30. Adaptations in Plants • Learning Outcomes • All students should be able to • give an adaptation of a cactus • Most students should be able to: • Describe the adaptations shown by plants that live in dry environments. • Some students should also be able to: • Explain how these adaptations reduce the quantity of water lost by the plant. • Explain the importance of water-storage tissues in desert plants.

33. 5 minutes to discuss these questions • Why is water so important to a plant • How does it get this water • What does it do with it? • What is transpiration

34. Transpiration Plants take in water through their roots in the soil…

35. …it moves up through the plant… Transpiration

36. …..and is lost through the leaves in the transpiration stream. Transpiration Corel 178(NT)

37. Transpiration

38. There are small openings called stomata in the leaves of a plant. Stomata

39. These open to allow gases in and out for photosynthesis and respiration. But at the same time water is lost by evaporation. Stomata

40. When it is hot and dry, photosynthesis andrespiration take place quickly. As a result,plants also very quickly lose water. Rate of transpiration

41. The potometer A potometer can be used to measure the rate of transpiration.

42. What is a succulent?

43. Succulents ·These are water-retaining plants. ·They are adapted to arid (dry) climates or soil conditions, such as deserts. ·Succulent plants store water in their leaves, stems and/or roots. ·The storage of water often gives succulent plants a more swollen or fleshy appearance than other plants · ·Can you think of any? Aloe Vera They have other water-saving features

44. Draw a cacti and Label these things On the diagram….

45. 1) Fewer stomata:

46. 2) A compact, cushion-like growth: 3) Stems, rather than leaves, as the main site of photosynthesis.

47. How can succulents go days without water 4) Hairy or spiny outer surface to reduce water loss:

48. 5) Ribs to allow rapid increases in plant volume:

49. Distribution of succulents • What does this map show?

50. Cactus • King of the succulents. • Can you remember some of their adaptations?